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cational students had been learning English for more or less 6 years, and their pastexperience of most of the subjects might not be good. Many of them were in depressing moodin learning English To figure out their perceived teacher expectancy might provide insights inimproving teaching and learning process. To set light on their self-efficacy might assist us infinding ways to develop their confidence in learning English.
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2. Literature review

2.1 Self-efficacy
Self-efficacy theory, first proposed by Albert Bandura (1977) was related to motivationaltheory of human behavior which expounded the inner self control mechanism of humanbehavior. Self-efficacy theory was brought into focus in the field of educational psychologysince its birth. It was a significant theory for interpreting students' learning behaviors.Improving self-efficacy in academic achievement, would effectively better and encouragelearners' learning process and finally up-grade learners' academic achievement.Bandura (1986) defined self efficacy as expectancy when an individual judged whetherhe was able to carry out behaviors in a certain context. Expectancy for self-efficacy of thiskind was quite different from individual's expectancy for the result of behaviors. Expectancyfor results formed when an individual presumed the consequences his actions would lead to.For instance, an individual expected that commanding a foreign language and certain skills ofcomputers would enhance the opportunity of finding a job. However, self-efficacy expectancyhappened when an individual judged and then formed faith in his ability of whether he couldleam a foreign language and computer skills well. Bandura (1980) saw self efficacy as theperception, such as judgment and evaluation, of one's own ability to operate certain behaviorsand stable beliefs about one's own abilities. Then Bandura divided self efficacy into twocategories, perceived self-efficacy and belief of self-efficacy.
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2.2 Teacher expectancy
According to Good (1987), teacher expectancy was referred to as teacher's judgments ofstudent's future behavior and academic achievement according to his or her knowledge aboutthis student. Some of these judgments were objective, e.g. students' past behaviors，academicachievements, learning motivation and teacher's dairy in teaching a student, while some weresubjective，e.g. teacher's prejudices and biased views of this student. Nevertheless, differentinvestigators had different understandings about teacher expectancy, based on which amountsof researches cannot be integrated (Good & Thompson, 1998). So far, there hadn't yet formeduniversal concept definition about teacher expectancy. According to definitions given byvarious researcher's experiments? teacher expectations could be categorized into three:induced expectancy’ actual evaluation and predicting firture expectancy.First, the induced expectancy was the erroneous prophecy of student's future behaviorsbrought up by teacher through false information provided to the teacher. It was the one usedby Rosenthal (1968) in his Oak School study. The definition was built on non-relevancybetween student's actual ability and teacher's given information by researchers. Researchersemployed the definition to observe student's later on performance under induced teacherexpectation.
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